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Research has shown that people with attention deficit hyperactivity (ADHD) have cognitive and functioning deficits. They often have high levels of impulsivity and low levels of task attention. These deficits can result in social, personal, and academic difficulties. In the study of ADHD, numerous strategies have been tested to improve attention and decrease impulsivity. Among them are behavioral and cognitive approaches, some of which have been shown to be successful.
STOP AND THINK SOCIAL SKILLS FOR OCTOBER. Skill: Listening. Listening is the most basic skill for all school students and the first skill taught in the Stop and Think process. At the Kindergarten level, students are taught to get into the listening position (making eye contact, body facing you, ears open) so that listening naturally follows. The Stop & Think Social Skills Program: Grades 6-8 Manual and Reproducible forms on. Get your Kindle here, or download a FREE Kindle Reading App. School-based social skills programs should • start young • provide information on the program to parents • be adapted to meet individual or group needs Page 24 Why did I choose the Stop & Think program? • research-based • daily integration of social skills into academic curriculum • developmentally appropriate.
But an existing theory at the core of ADHD research is that of reward motivation, which suggests that people with ADHD respond better and demonstrate less impulsivity and more attention when rewarded compared to when there is no reward for a task. To test this theory further, Ivo Marx of the Department of Psychiatry and Psychotherapy at the University of Rostock in Germany recently recruited 38 adults with ADHD and 40 without ADHD for a controlled experiment. In the experiment, the participants underwent a battery of cognitive tests with and without rewards. The response times, false positives, impulsivity rates, and overall performances were measured and compared.
Marx found that the individuals with ADHD exhibited higher levels of impulsivity and lower levels of attention when there was no reward present. However, when a reward was offered, they were less impulsive and their outcomes had fewer false positives. In other words, their performance was better and far improved in the presence of a reward. In fact, the participants with ADHD performed similarly to those without ADHD when they were motivated by a reward.
Marx believes that these findings, which are in line with existing research, underscore the importance of reward motivation for people who tend to be impulsive. The results suggest that perhaps being motivated by a reward encourages individuals with ADHD to slow down their reaction times and engage a “stop-and-think” strategy. Additionally, these results show the importance of such a strategy for improving outcomes for cognitive tasks. This could be extremely useful at helping ADHD individuals improve their cognitive outcomes in various settings, including personal, academic and professional arenas. Marx added, “Taken together, our results support the existence of both cognitive and motivational mechanisms for the disorder, which is in line with current models of ADHD.”
Reference:
Marx, I., Höpcke, C., Berger, C., Wandschneider, R., Herpertz, S.C. (2013). The impact of financial reward contingencies on cognitive function profiles in adult ADHD. PLoS ONE 8(6): e67002. doi:10.1371/journal.pone.0067002
Marx, I., Höpcke, C., Berger, C., Wandschneider, R., Herpertz, S.C. (2013). The impact of financial reward contingencies on cognitive function profiles in adult ADHD. PLoS ONE 8(6): e67002. doi:10.1371/journal.pone.0067002
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Secret Agent Society
Social Skills for children with high functioning ASD (aged 8-12 years)
The Secret Agent Society (SAS) Small Group Program is a breakthrough social skills program for 8-to-12-year-old children with social and emotional challenges, including those with Autism.
The Secret Agent Society (SAS) Small Group Program is a breakthrough social skills program for 8-to-12-year-old children with social and emotional challenges, including those with Autism.
The program runs for either 10 weeks or 19 weeks and consists of small-group child sessions for 1 ½ hours (10 wks) or 45 mins (19 wks) followed by a short parent/carer session. It also includes a 1 hour parent interview, a 2 hour parent training session and a follow up session with the parent and child 3 months after completion.
The program includes the Secret Agent Society Kit which contains everything a family needs to participate in the group program with a trained SAS Facilitator This includes real-life practice missions and a system to monitor and reward skill development at home and at school.
SAS teaches children how to:
- Recognise simple and complex emotions in themselves and others
- Express their feelings in appropriate ways
- Cope with feelings of anger and anxiety
- Communicate and play with others
- Understanding levels of friendship
- Cope with team work, games and ‘losing’
- Cope with mistakes and transitions
- Build and maintain friendships
- Solve social problems
- Detect the different between accidents, jokes and nasty deeds
- Detect and understanding bullying
- Prevent and manage bullying and teasing
- Acknowledge personal strengths and goals
SAS Small Group Program is a multi-component program that up-skills and empowers not only children with social and emotional challenges, but also the parents and teachers who support them.
Call our Customer Care team for dates and times of upcoming sessions on 1300 003 900 or click on the Enquire Now button below.
LEGO® Based Therapy
Suitable for children aged 5-12 years with social difficulties including those with high functioning/moderate Autism Spectrum Disorder
LEGO® Based Therapy is a small group program that has proven to help children with social difficulties including ASD, to improve and practice their social interaction and communication skills. The program helps children socialise with their peers, have fun in a supportive and understanding environment and enables them to improve the skills of sharing, waiting, turn-taking, talking with others and making friends.
What happens in LEGO® Based Therapy?
- Each child learns a clear set of rules and LEGO® building skills.
- They are then introduced to a group of other children.
- Everyone in the group agrees upon a project which is achievable for everyone involved – projects are usually certain structures or buildings to create.
- Each child is assigned a role for the project. The roles are as follows:
- Architect – holds the building instructions, and is responsible for letting the others know which bricks are required (supplier) and how to put them together (builder).
- Supplier – holds the LEGO® bricks necessary to assemble the LEGO® model, and is responsible for supplying the builder with the correct pieces and at the correct time.
- Builder – is responsible for taking the individual pieces from the supplier, and putting the pieces together, according to the instructions given by the architect, to create the model. Roles are rotated throughout therapy.
- The group works together to build the LEGO® structure according to the principals of play therapy Program
Call our Customer Care team for dates and times of upcoming sessions on 1300 003 900 or click on the Enquire Now button below.
Stop Think Do
This structured program develops emotional & social intelligence in children & adolescents. The focus is on social skills training, behaviour management and motivational learning. This group is run in 2 separate age groups.
The aim of ‘Stop, think, do’ program is to develop self control, perceptual and communication skills, and cognitive problem solving skills. It is theorised that children with social-behavioural problems are often stuck at STOP as they tend not to think or do much for themselves. Shy, anxious children are stuck at THINK as they often think too much about what could happen. Impulsive, aggressive children are stuck at DO because they do and do and rarely stop to think.
The program aims to train all children to move through all steps with positive feedback, self-esteem enhancement and support from adults and peers.
Topics covered in the program include:
- Self control
- Feelings
- Cognitive problem solving
- Consequential thinking
- Decision making
- Choice making
- Behavioural skills
Who is Stop Think Do suitable for?
How to download game banana mods. Stop, Think, Do is suitable for children aged between 6 and 11 years old and the content is tailored for each age group.
How is it delivered?
Learning Links currently run this program in a small group over 2 half days in the school holidays, however, can be tailored to meet the needs of families.
Call our Customer Care team for dates and times of upcoming sessions on 1300 003 900 or click on the Enquire Now button below.
PALS – Playing and Learning to Socialise
Pals is a research based social skills program that teaches children to develop socially skilled behaviours that will help them develop friendships and get along with others.
The PALS Social Skills Program aims to:
- Help children relate to others.
- Teach children constructive problem solving skills for social situations.
- Promote skills for school adjustment.
Social skills taught include: Greeting others, taking turns, talking, listening, playing, sharing, asking for help, identifying feelings, empathy, overcoming fear and anxiety, managing frustration, calming down and speaking up.
Who is PALS suitable for?
The program is suitable for children aged 4-6 years.
How is PALS delivered?
Learning Links currently runs this program in a small group over 2 half days in the school holidays, however, can be tailored to meet the needs of families.
Call our Customer Care team for dates and times of upcoming sessions on 1300 003 900 or click on the Enquire Now button below.
The Zones of Regulation
The Zones of Regulation program aims to address challenges in emotional and sensory regulation, and social skills. It is suitable for all children including individuals with a diagnosis of Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), a diagnosis of a mood disorder as well as individuals without a diagnosis.
Who is Zones of Regulation suitable for?
The program is suitable for children aged 6-8 years.
How is Zones of Regulation delivered?
The program includes many visuals, and can be adapted to suit the needs of individual students and groups. Delivery methods can include; discussions, role plays, video modelling and play based activities to teach students to identify their feelings/level of alertness, understand how their behaviour impacts those around them, and learn what tools they can use to manage their feelings and states.
Learning Links currently runs this program in a small group over in the school holidays, however, it can be tailored to meet the needs of families.
Call our Customer Care team for dates and times of upcoming sessions on 1300 003 900 or click on the Enquire Now button below.
How to Access our Services
Locations: Our services are offered at our Learning Centres in Alexandria, Bella Vista, Gledswood Hills, Peakhurst, Oatley, Maroubra and Liverpool and may be provided from schools and early childhood settings.
Days of Operation: Monday to Saturday
Call us on 1300 003 900 or click on the button below to enquire.
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Stop And Think Social Skills Program Download For Pc
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